Module One

Module 1 (The Basics):

1. differentiate the different skills needed to effectively facilitate an online course.
2. understand the different phases of online faculty development
3. distinguish ways to become your own faculty developer.

Questions that will be answered in this Module:

1. What skills are needed to create effective distance learning?
2. What strategies might you use to present these skills to facilitators?
3. Clearly describe the phases of development.
4. Identify transition between stages, where appropriate.
5. Identify the theories of distance learning.
6. Provide a clear description of theories of distance learning.
7. Provide examples of how the different theories apply to different scenarios.
8. Provide a clear description of the theories of engagement.
9. Provide several examples of the application of each theory.

Adult Learning Theory

Caffarella (2002) summarizes the major principles of adult learning theory that should be taken into account when planning training for faculty:

• Adults learn best when their experience is acknowledged and new knowledge is built on past knowledge and experience.
• Adults are both intrinsically and extrinsically motivated to learn.
• All adults have preferred ways of learning and processing information.
• Adults are not likely to participate in learning situations unless they are meaningful to them.
• Adults are pragmatic in their learning and want to directly apply what they are learning.
• Adults come to learning situations with personal goals and objectives that may not align with the planned goals and objectives.
• Adults prefer to be active rather than passive learners.
• Adults learn using collaborative and interdependent means, as well as independently.
• Adults are more receptive to learning when it occurs in environments that are physically and psychologically comfortable for them.